University Students' Beliefs About English Learning: Variation And Structure

A bunch of studies have revealed that language learning beliefs have the potential to influence both strategy use and self-efficacy of language learners,which could result in different learning outcomes.Thus it becomes significant to understand language learners' learning beliefs involving their preconceptions of language learning,beliefs about their personal strengths and limitations,and their motivations or expectations.Despite the abundance of research that investigate the EFL learners' beliefs,there is a paucity of research on the variation and structure of university students' language learning beliefs,especially on Chinese university students.The fact that learning beliefs may either contribute or impede the learners' potential and they are susceptible to different learning experiences makes it pretty much essential for learners,educators and researchers to explore this subject.This thesis reports on a study of English learning beliefs of 381 non-English major freshmen in Chongqing University.The aim of this study is to investigate the structure of their beliefs about English learning and the discrepancies of learning beliefs,therefore,two questions are raised in this research: 1.What are the differences in learners' beliefs of different proficiency level,gender,discipline and prior language learning experience? 2.What is the underlying structure of Chongqing university students' English learning beliefs?A modified version of BALLI(Beliefs about Language Learning Inventory),incorporating 60 items of five Likert scale and 6 items of demographic information,was administrated separately to students of low,intermediate and high proficiency levels.The data collected were then analyzed quantitatively with the help of SPSS.The descriptive analysis and t-test were run to display the overall distribution of learners' beliefs and their variation,which aim to answer the first research questions.Results suggest that beliefs students held about their English learning vary with their proficiency levels,gender,discipline and previous language learning experience.Proficient learners tend to be more independent learners and more likely to take the risks than low achievers.Gender differences are mainly reflected in the learning strategies and motivations.Students of different majors perceive the nature of language learning in different way,among which Arts students put more emphasis on the grammar learning.Students who have different language learning experiences are mainly different in their beliefs of their own aptitude.Through factor and correlation analysis,the belief structure of university students is revealed.There are 8 major factors underlying the BALLI items in which “Functional Practice Strategies” occupies a dominant place in the belief system.The intricate correlations of belief items indicate that students' belief is a complex structure.Students who possess a stronger learning motivation and who are willing to actively participate in oral English practices are more likely to make progress in English learning.And teachers are suggested to modify students' dysfunctional learning beliefs and exert positive influence on students' beliefs through meaningful classroom affordances.